![]() “Journeys across Difference: Pre-Service Teacher Education Students’ Perceptions of a Pedagogy of Discomfort in a Digital Storytelling Project in South Africa.” Critical Studies in Teaching and Learning 1 (1): 22–52. Gachago, Daniela, Eunice Ivala, Janet Condy, and Agnes Chigona. “Owning Your Emotions or Sentimental Navel-Gazing: Digital Storytelling with South African Pre-Service Student Educators.” Journal of Cultural Science 8 (2): 18–35. Gachago, Daniela, Eunice Ivala, Agnes Chigona, and Janet Condy. On creating uncomfortable, safe spaces for South African conversations. Unpublished Master of Social Sciences Thesis from the University of KwaZulu-Natal.įreeth, Rebecca. Women’s narratives of intergenerational trauma and post-Apartheid identity: the said and unsaid. Albany: State University of New York Press.įrankish, Tarryn, 2009. “Toward a feminist theory of caring.” In Circles of care: Work and identity in women’s lives edited by E. New York: Grove Press.įisher, Berenice, and Joan Tronto. The Ethnographic I: A Methodological Novel about Autoethnography. ![]() “White fragility.” International Journal of Critical Pedagogy, 3(3), 54–70.Įllis, Carolyn. “Engaging gender: student application of theory through digital storytelling.” Arts and Humanities in Higher Education, 7(2), 205–219.” ĭiAngelo, Robin. “Power, Democracy and Technology : The Potential Dangers of Care for Teachers in Higher Education.” Alternation 16: 259–82.Ĭoventry, Michael. “Analysing the Professional Development of Teaching and Learning from a Political Ethics of Care Perspective.” Teaching in Higher Education. “The Potential of Critical Feminist Citizenship Frameworks for Citizenship and Social Justice in Higher Education University of Western Cape.” Perspectives in Education 30 (4): 9–18.īozalek, Vivienne G, Wendy Mcmillan, Delia E Marshall, Melvyn November, Andre Daniels, and Toni Sylvester. Ormskirk, UK: Edge Hill University.īozalek, Vivienne G, and Ronelle Carolissen. “Between Unsafe Spaces and the Comfort Zone ? Exploring the Impact of Learning Environments on “doing” Learning.” In E-Learning and Learning Environments for the Future. “Discomforting Truths: The Emotional Terrain of Understanding Difference.” In Pedagogies of Difference: Rethinking Education for Social Change, edited by Peter Trifonas, 110–36. “Digital storytelling as a signature pedagogy for the new humanities.” Arts and Humanities in Higher Education, 7, 188–204. ![]() “Is ‘Safety’ Dangerous? A Critical Examination of the Classroom as Safe Space.” The Canadian Journal for the Scholarship of Teaching and Learning 1 (1): 1–12. We conclude with practical suggestions on how to implement such an attempt at practicing the ethics of care in the classroom.īarrett, Betty. This self-awareness and self-care needs to be matched by the development of facilitation skills that may help to create learning spaces that re-affirm difference among learners while also enabling generative dialogue. We argue for teaching and learning that facilitates a heightened self-awareness on the part of (in particular white) educators about their own gendered, classed and raced subjectivities and how these play out in the classroom-a practice of care both towards others and towards the self. Based on this analysis two main assumptions are challenged: that safe spaces exist and that safety is something that can be bestowed on students by the lecturer. Using Tronto’s ethics of care as a normative framework we will reflect on a range of snapshot to exemplify ethical dilemmas encountered in a teacher education classroom within a digital storytelling project. Encouraging the sharing of personal stories among diverse and differently positioned students however brings up questions about “safe spaces”. One way to approach the project of decolonising the university is to employ decolonising pedagogies, which allow the whole of people’s lived experience into teaching and learning spaces, affirm this experience as worthy of scholarly attention and create a dialogue between experience and theory.
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